2015-08-02T22:51:34ZExamining the influence of social behavior on motor skills during physical activity in children with physical disabilitieshttp://hdl.handle.net/1957/56213
Examining the influence of social behavior on motor skills during physical activity in children with physical disabilities
Conger, Allison; Ross, Samantha
Children with physical disabilities typically participate in physical activities that are aligned with their function. As a result, children with physical disabilities engage in solitary activities more often, leaving little room to practice age appropriate social behaviors during physical activity with peers (Livingston et al, 2011). Emerging literature supports the prescription of participation-based physical therapy for children with physical disabilities to achieve certain goals, such as improving motor skills (Palisano et al, 2012). Motor skill proficiency is strongly correlated with a child’s physical activity (PA) level and children with physical disabilities are less physically active compared to typically developing children (Maher et al, 2007). Participation-based therapy assumes that physical therapists support social environments to achieve a child’s personal goals. However, relations between social behaviors and motor skills during physical activities have been underexplored. The purpose of this investigation is to examine relations of social behaviors and FMS performance during PA in children with physical disabilities in order to further guide and support participation-based therapy methods.
2015-05-14T00:00:00ZA Novel Approach to Line Detection using Image Integration Methodhttp://hdl.handle.net/1957/56120
A Novel Approach to Line Detection using Image Integration Method
Lin, Daniel
2015-03-02T00:00:00ZEmotional Intelligence: Improvement Through Exposurehttp://hdl.handle.net/1957/56040
Emotional Intelligence: Improvement Through Exposure
Begley, Sara; Calvillo, Olivia
Those scoring high in emotional intelligence typically can read the room well, understand relational connections, detect deception, and other various aspects of human interaction. But how do we learn to be emotionally intelligent? When it comes to interpersonal perception, it turns out to be difficult to learn from our mistakes because we rarely get this feedback. How often do we find out definitively whether the person we suspect is lying is telling the truth or not? Given there is no answer key against which we can evaluate the validity of our judgments; the possibility exists that people might get better simply through doing it. Perhaps we can learn something simply by taking the test over and over again even if we are never told what the correct answers are. In the present study, emotional intelligence was measured through two tests: Interpersonal Perception Task (IPT) and the Profile of Nonverbal Sensitivity (PONS). Both are video based tests where the test taker is asked questions about the people they are watching. We had 15 participants (11 females and 4 males) that took both tests nine times over a period of nine weeks. Participants were not told how well they did, or were given any information about any item or about any strategy that would lead to scoring well. The scores were analyzed to determine whether testing alone (i.e. no training, and no feedback) would lead to a significant improvement in performance. In other words, we wanted to find out if people could become better at reading people simply by trying to read the same person over and over again. We found that there was support for the notion that scores on the emotional intelligence tests would increase with more exposure. The IPT-15 and the PONS produced statistically significant results showing strong evidence that the scores improve by week 9. The research has provided introductory support for the idea that emotional intelligence can further develop with increased exposure, without any feedback.
Beaver Interpersonal Sensitivity Project (B.I.S.P.)
2015-06-09T00:00:00ZA comparison of the effectiveness between traditional and video modeling strategies on motor skill assessmentshttp://hdl.handle.net/1957/56002
A comparison of the effectiveness between traditional and video modeling strategies on motor skill assessments
Cron, Emmalee; Case, Layne
INTRODUCTION: Children with Autism Spectrum Disorder (ASD) have been shown to possess relative strengths in processing visual stimuli as opposed to verbal stimuli (Tissot & Evans, 2003). Therefore, instructional strategies that use visual means and presentations are recommended over the traditional (verbal) instruction. The effectiveness of video modeling has been demonstrated with social skills, verbal and communication skills, and play skills among children with ASD (Ayres & Langone, 2005; Bellini & Akullian, 2007) but has been used minimally in physical activity and motor skill research. PURPOSE: The purpose of this study was to examine the effectiveness of video modeling strategies compared to traditional instructions on motor skill performance among children with ASD. METHODS: Participants were both children with and without ASD ranging in age from 3 to 16. Nineteen children participated in this study. Ten participants had ASD (ages 11-16) and nine participants were without disabilities (ages 3-10). The participants were recruited from the local community in the Pacific Northwest in the United States. Diagnosis of ASD was confirmed through parental report. Each participant completed two trials, approximately 7 days apart, of the Test of Gross Motor Development-Third Edition (TGMD-3). The TGMD-3 is a standardized motor skill assessment which evaluates 13 different locomotor and ball skills, including running, horizontal jump, one-hand stationary dribble, and overhand throw. One of the trials was administered through video modeling conditions in which the participant watched the desired tasks on an iPad. The other trial was administered through traditional instructions which required direct verbal instruction and live demonstration from the study investigator. The trial conditions were presented to the participants in a counterbalanced order. Each performance was videotaped and then coded by research assistants. In order to eliminate bias, the research assistants were blind to the conditions of performance. The data was analyzed using a 2 x 2 (group by condition) repeated-measures ANOVA. The results of the study showed that, Video Modeling procedures are longer in duration than the traditional condition for both groups. Though not statistically significant, raw data shows there is an increase in scores from live to video modeling for children with ASD, and a decrease in scores from live to video modeling for children without disabilities. Reasoning for insignificant outcomes may have been due to: small sample size, if the children were attending to the videos on the iPad, if the skills were age-appropriate, and importance of blind data coding and lack of bias. Further research is needed to provide additional insight and reasoning for or against video modeling in motor assessment settings for children with ASD.
2015-05-14T00:00:00Z